Well-being and academic performance among students with an immigrant background: a meta-analysis

Abstract This study is designed to provide a holistic perspective on the relationship between well-being and academic performance among students with an immigrant background with particular focus on potential moderators. The present study encompasses 14 independent samples, generated from 13 studies that were identified in accordance with the PRISMA principles, representing a total of 9,806 immigrant students from diverse populations. We found a positive significant relation between the well-being and academic performance among immigrant students. Our moderator analysis revealed significant differences in the relationship between immigrant students’ well-being and academic performance by academic performance domain and performance scale type. Meta-regression model indicated the presence of a statistical significance in the domain of academic performance. Finally, we identified that having a positive academic attitude among immigrants towards school, teachers, peers and learning has a key role on the relation between well-being and academic performance.